;VERYDAY CLASSICS FIRST READER 



TEACHERS' MANUAL 

BY 

FANNIE WYCHE DUNN 



THE MACMILLAN COMPANY 
1922 

All rights reserved 



EVERYDAY CLASSICS FIRST READER 



TEACHERS' MANUAL 



BY 



FANNIE WYCHE DUNN, Ph.D. 

ASSISTANT PROFESSOR OF EDUCATION 
IN TEACHERS COLLEGE 



THE MACMILLAN COMPANY 

1922 

jlll rights reserved 



PRINTED IN THE UNITED STATES OF AMERICA 



lIBsszs 

■ T] lb 



Copyright, 1922, 
By the MACMILLAN COMPANY. 

Set up and electrotyped. Published October, 1922. 



Norfaooti ^rfss 

J. S. Gushing Co. — Berwick & Smith Co. 

Norwood, Mass., U.S.A. 



©CU686465 

OCT 25 '22' 



INTRODUCTION 

The general principles involved in the teaching of pri- 
mary reading are stated at some length in the Introduction 
to the Manual for the Primer of this series, and need not 
be repeated here. In the following pages the attempt 
is made to show how interest and pleasure in reading may 
be combined with careful and systematic instruction, and 
how these may produce a steady growth in power and self- 
reliance. 

The drills in phonics take up the work where the Primer 
of the series leaves it, and includes almost all of the phonic 
elements needed in reading. 

The word list, showing where each word first appears, 
and where the word stands in the order of its frequency 
in general use, is found on the last pages of the First 
Reader itself. 



ill 



FIVE MOTHER GOOSE RHYMES 

PAGES 7-12 

These should all be old friends. Long before the children 
are ready for the First Reader^ they should have heard and 
learned these rhymes. 

They are used here, as are others later In the book, 

1. To give the children the pleasure of meeting, in the 
strange land which print still is, some well-known acquaint- 
ances from their familiar world of oral speech. 

2. To afford repeated exercise in the fundamental vocabu- 
lary in this familiar context. 

3. To lead to the recognition of rhyming forms in print, 
as a means of developing phonetic ability, and 

4. To introduce a new vocabulary in a setting which 
furnishes a clue to identification. 

It must be pointed out at once, however, that the teacher 
should by no means attempt to secure mastery by the chil- 
dren of the complete vocabulary of these rhymes. Indeed, 
the vocabulary of the Mother Goose rhymes is a very wide 
one. While they use over and over again the important 
fundamental vocabulary, each of the rhymes brings in words 
which are not Hkely to be met again in primary reading, or 
which will occur so seldom that they are not worth mas- 
tering. The Manual suggests in each case what words from 
each rhyme should be retained by the pupils for future use. 
The others the teacher may well neglect. 



2 EVERYDAY CLASSICS FIRST READER 

Suggestions are given below for teaching each of these 
rhymes. It Is by no means necessary that a lesson should be 
devoted to each one. Probably, however, if the teacher 
wishes to teach them as songs, and If she desires to develop 
the phonics that are suggested, she will need to give some- 
thing like a week to the series, averaging a day to each. 
Sufficient exercises are suggested to occupy that time If the 
teacher wishes to use It. 



LITTLE BOY BLUE 

PAGE 7 

Reading Study and Oral Reading. "Look at the picture. 
Of whom do you think It Is a picture ? What makes you 
think It Is Little Boy Blue .^" Encourage the children to find 
the various parts of the rhyme as pictured here — the sheep 
in the meadow, the cow In the corn, the haycock, the horn. 
Words or phrases may be listed on the board to record what 
the children find, and much of the new vocabulary may thus 
be put before the children without any formal exercise. 

"Do you find anything somewhere, not in the picture, that 
tells you surely that this is Little Boy Blue ? Why, of 
course ; there is his name on the top of the next page. Do 
you want to read to yourself and see if this Is the Little Boy 
Blue poem that we know ? " Do not stop to teach new words. 
The stanzas and most of the lines begin with familiar words, 
and the children can recognize enough of the phonic elements 
In the new words to see that they are the words they need. 
Have the first four Hnes read, then the next three, then 
the last four. 



TEACHERS' MANUAL 3 

''You read some words then that you have never seen be- 
fore. Do you want to tell us what some of them are ? You 
may find a word and tell us where it is and what it is, and I 
will write it on the board." If the children have not been 
used to referring to words by position, this is a good time 
to teach them to do so: "Blue. It's the last word on the 
first Hne." Better still, teach them always to tell first in 
what line the word is, and then its position in the fine : 
"Blue; first line, last word " ; "Horn; second hne, last 
word"; "Sheep's; third line, second word." Encourage 
them to find in this way all the new words. (See the Hst 
at end of First Reader.) If the children do not know which 
are new, the teacher may ask them to find this or that 
one. Help them to see that they can make out a new 
word in an old rhyme by its position. Spend only a lim- 
ited part of the reading time on this identification of 
words. It can, if desired, be continued in the word-study 
period. 

This is a good poem to dramatize. Set the stage with the 
sleeping Uttle boy, the sheep, the cow. One child is the 
farmer, or the farmer's wife, who has just discovered that the 
sheep and cow are straying, and comes to call the boy to 
get them. The first six lines are what he or she says. 
The teacher should encourage the children to find all this 
out for themselves. " Who do you think is saying this ^ 
Do you think just one person is talking, or more 1 Who 
are they } Who talks first t What do you think he (or 
she) has seen t How many lines must we read to find all he 
said } " Then some one answers. It may be the hired man ; 
it may be another little boy, perhaps the farmer's little son 
or daughter. Let the children work this out, and complete 



4 EVERYDAY CLASSICS FIRST READER 

the dramatization. " Do you think anybody did wake 
him ? " Let the picture at the bottom of the page help 
answer this. 
Word Study. Words for Mastery : 

blue who sure 

Continue, if desired, the finding of words by position. 
Find the rhymes, horn, corn, sheep, asleep. The teacher 
will write these on the board, in two columns, and ask 
for other rhymes for horn, then for sheep. Recall " The 
House That Jack Built," 

This is the cock that crowed in the morny 
That waked the priest all shaven and shorn. 
Recall 

I have a little sister, 

They call her Peep Peepj 

She wades in the waters 

Deep, deep, deep. 

Begin two chart sheets, one for or and another for ee, and 
list these words. Encourage the children to collect other 
words for these charts. Words they already know are 
morning, for, or, and seed, tree, three, see, sleep. 

Seatwork. Make a cut paper poster for the rhyme. 

Copy the or and ee words developed in the word-study 
lesson. These may form part of a word booklet. They 
may be written or printed with the Junior Sign Marker. 

I LOVE LITTLE PUSSY 

PAGE 8 

Reading Study and Oral Reading. Give the children a 
minute or two to see if they can find out for themselves 



TEACHERS' MANUAL 5 

what this rhyme is. If they cannot, tell them the word 
love, and see if, with that clue, they can find out. If 
any one child is able to, let him do it, and then read it 
in concert in preparation for learning to sing it. "Have 
you a little pussy .^ Is she like this one ? Read a line 
here that is true about your pussy. Which line did you 
read .^ Does your pussy love you .^ Is there a line here 
that tells why she does .^ Read it." Find in the song 
below the same lines that have been read above. Teach 
the song. 

Word Study. Find new words by position. 

Words for Mastery : 

love because 

Write on the board sentences given by the pupils, telling 
about their own pets, why the pets love them ; as, 

I have a dog. 

He loves me because I give him food. 

My dog loves me because I play with him. 

My pet is a cat. 

She loves me because I give her milk to drink. 

These sentences may be used for a later writing exercise, 
each child copying his own and illustrating it. They may 
also be used as part of a language lesson in which the children 
tell more about their pets. 

Seatwork. Read the next three rhymes. Find all these 
rhymes in Mother Goose. 

Pick out all the new words, which the teacher has listed 
on the board, and find out what they are. 



6 EVERYDAY CLASSICS FIRST READER 

PUSSY CAT, AND HI, DIDDLE, DIDDLE 

PAGES 9-10 

Reading Study and Oral Reading. Read with the least 
possible help from the teacher. Read " Pussy Cat " as a 
dialogue. Find the sentences for each speaker. Teach the 
children to sing it. Have two children sing, one asking the 
question, the other responding. Find their respective lines 
in the song. 

Enjoy together the picture, page 11. " Read the line that 
tells what the cow did. Find this in the picture. What is 
the dog doing ? Why is he laughing ? Find the part of the 
rhyme that tells about him, etc." Learn the song. 

Plan for a Mother Goose program, in which the children 
will recite, dramatize, or sing the Mother Goose rhymes they 
know, and will exhibit the posters they have made to illus- 
trate the rhymes. 

Word Study. Review where, there, been, over. Add 
queen to the ee chart. The children may suggest add- 
ing been. They may be told that some people call this 
been; and if they call it so, it may go on the chart; 
otherwise it had better be kept for a list of words we 
learn to know when we see them. 

New Vocabulary for Mastery : 

such laughed 

Begin to make cards for a game of matching words and 
pictures. Pictures may be collected by the children and 
pasted on cards. On corresponding cards the names of 
these objects may be printed. The game may be played in 
various ways. See directions for card games on pages 



TEACHERS' MANUAL 7 

59-61 of this Manual. Words so far met in the First Reader 
which may be pictured are 

boy, queen, horn, corn, sheep, cat, coat, fire, food, cow, fiddle, 
moon, dish, chair, dog, spoon. 

These are enough for beginning a game. 

Phonics : 

Teach sh and 00. Use she, sheep, and dish, and food, 
moon, and spoon. Begin a chart sheet for each of these new 
sounds. 

Seatwork. Make a poster for " Hi, Diddle, Diddle." 

Begin to look for pictures for the word game. Words to 
be illustrated may be Hsted on the board. 

Print words on cards for the word game. (Individual 
assignments.) 

HICKORY, DICKORY, DOCK 

PAGE 12 AND REVIEW OF PAGES J-12 

' Reading Study and Oral Reading. Let the children 
read without help, or with help only on the first word. 
Sing the rhyme. Discuss the making of a poster. "Will 
you have one picture or two.? What kind of clock do 
you think this was V 

Review. Sing, dramatize, read, or recite, as they prefer, 
the rhymes on pages 7-12. To these may be added rhymes 
from the Primer. Find all these in Mother Goose. Let the 
children take turns in reading from that book. 

Word Study. Find rhymes in "Hickory, Dickory," 
and, if time permits, in the preceding pages. Review ck 
(taught after page 71 of the Primer). Find all the ck words 



8 EVERYDAY CLASSICS FIRST READER 

in the rhyme. Add to the ck chart. Say all these words so 
as to make the ck sound very distinctly. 

Add mouse and clock to words for the game. 

Seatwork. Make the poster. Continue making the 
word game, or begin to play it, if all the cards are made. 

THE THREE GOATS 

PAGES 13-17 

Reading Study and Oral Reading. Introduce the story 
through the pictures. " What do you think our new story 
is about .? How many goats do you think there are in the 
story t What name would you give a goat .? Billy .^ That 
is the name of all these goats. How could you tell them 
apart if they all had the same name 1 See if you can find 
out on page 13. Find a picture with just Little Billy in 
it; with Big Billy; with Biggest Billy. What else do you 
see in all these pictures t Why are all the goats on a bridge ? 
Where do you think they are going .^ " 

Put on the board, during the introductory discussion, the 
words Billy, goats, Big, Biggest, bridge, across the river. 
Do not drill on them, but leave them for reference in 
case the children do not recognize all of them in the 
reading. 

Silent Reading. Have the children study a page silently, 
asking only for words they cannot get. Read several 
pages or the whole story at one lesson. New words 
which are phonic, and which the children should gain 
from old words and known sounds, are 

goats (coat)j grass, grow (blow), across, fat, trip, tripping, trap, 
trapping. 



TEACHERS' MANUAL 9 

New words which will need to be told because their sound 
elements are not yet known are 

river first bridge giant O pushed 

It is possible that the brighter children will get some of 
these from their initial letters and the context. Keep 
the emphasis on the story, to which the words are only 
means. 

Dramatizing. Plan a dramatization of the story, the 
children reading their parts. Find all of the part that tells 
what happened when Little Billy went across the bridge. 
(Last line, page 13, through fourth hne, page 15.) Have 
the children find this for themselves. It is the beginning 
of learning how to study to find exactly what part of a selec- 
tion deals with a particular topic or problem. Help the chil- 
dren to see that the lines preceding tell about all three goats, 
the lines following tell about Big Billy, but these Hnes just 
tell what happened when Little Billy went across. " How 
many people shall we have to play this .^ " 

Let Little Billy and the giant read their parts responsively. 
Find the other sections of the story and have them read in 
the same way. Then plan the action, using the text as a 
guide to what to do. Play the story, either reading parts or 
giving them in substance (not verbatim) from memory. 

Note that in this story some sentences are printed in small 
capitals and some in italics. The children may need a Httle 
help with them, for it is the small letter form of the words 
to which they are accustomed. Explain that this different 
form is meant to show the kind of voice the giant used, and 
also how loudly Biggest Billy talked. Be sure to take note 
of the voices in the dramatization. 



lO EVERYDAY CLASSICS FIRST READER 

Word Study. Words for Mastery : 

across river grow first 

Teach v^ and y as in Billy. Use love^ river., have., give., 
over; and hahy, pretty, Pussy, Billy. Begin a chart for 
each. 

Add goats, river, bridge, giant, grass, to the words for the 
word game. 

Seatwork. Silent Reading Exercise. Put sentences 
on the board, as follows. The children are to read them, 
and copy all those that are true for this story. 

Once there were three goats. 

One was Little Billy. 

Little Billy was the biggest goat. 

One was Big Billy. 

One was Biggest Billy. 

He was not so big as Little Billy. 

The three goats went under the bridge. 

The three goats went across the bridge. 

They went to eat soup. 

They went to eat milk. 

They went to eat grass. 

They met a mouse. 

They met a giant. 

They met a cow. 

The giant pushed the goats into the river. 

Biggest Billy pushed the giant into the river. 

Little Billy pushed the giant into the river. 

If this is more writing than the class is ready for, number 
the sentences, and have the pupils copy the numbers of those 
that they consider true. 



TEACHERS* MANUAL II 

THE TURNIP 

PAGES 18-23 

Reading Study and Oral Reading. " This Is a ' Once 
upon a time ' story. (Write the phrase Once upon a time 
on the board.) It is about something funny. Can you find 
what it is about from'the pictures t Or maybe you can read 
the name of the story for yourself, {turn, turnip.) Can 
you guess from the pictures what the story is ^ " 

New vocabulary which the children may get for them- 
selves from the context and from known phonic elements : 

turnip, upon, old (cold), planted, until, another (an other), hold, 
help, tugged, stood (good). 

New vocabulary which must be told : 
time, woman, nice, pull, would, great, ground, girl, line, grew. 

Follow the usual practice of dealing with each word as It 
Is met in the silent reading study. Read ahead as rapidly 
as the children are able. After the first two pages of the 
story, there are very few new words, with continued re-use 
of those already met. The first lesson may need to be brief, 
perhaps not more than two pages. As the story progresses, 
see that the children are appreciating the ludicrous picture 
of the long line pulling at the turnip. 

Word Study. After page 18 or 19, teach "a new sound of 
0," as found in old and hold. Recall cold. Familiar words 
In which this sound has already been met are home, so, no, 
go, open, over, and others. Begin a chart for this new 
sound. On this chart, put all the -old words in one column ; 
all the two-letter words ending in in another; words Hke 



12 EVERYDAY CLASSICS FIRST READER 

home, with final e, in another; two syllable words with o 
at the end of the first syllable in another; etc. Do not 
discuss with the children the phonic principles determining 
the sound in any of these ; but, by grouping, begin to call 
attention to the common laws governing the use of this 
sound. 

After page 23, teach " another sound of z,'' ^^'^ "another 
sound of 00.''^ Use time, line, and fire for the former, and 
stood, good, look, and foot for the latter. Begin a chart for 
long i, and put this sound of 00 on the chart already begun for 
long 00, with lists of words of each sound. Begin also a 
key chart which shall show, as they are developed, the sev- 
eral sounds of each letter. On it arrange the letters of the 
alphabet in order, and after each a known word for each of 
its sounds already learned, thus : 

A a — cat 
B b — boy 

* * * 
I i — pig, fire 

***** 
O o — clock, old 
Etc. 

Following the single letters, list such two or three letter 
sounds as have been learned, ck, or, sh, 00, ed, i?ig, with an 
illustrative word for each. The children should be taught, 
when they meet a new word, to try one after another of the 
sounds of its letters until they find one that will make sense 
in the context. 
New Words for Mastery : 

upon, time, old, woman, until, would, another, great, ground, hold, 
help, line. 



TEACHERS' MANUAL 1 3 

Picture words to be added to the game of matching word 
and picture : 

turnip woman girl garden man 

Seatwork. Silent Reading and Construction. Would you 
like to make a book about the turnip story ? 

You may draw the pictures or cut them out of paper. 

First make a picture of the garden. 

In the garden make a great big turnip. 

Under this picture print : 

Once there was a turnip. 
It grew in a garden. 

Make another picture of the garden. , 

Put the big turnip in this garden too. 

Make the old man pulling and tugging at the turnip. 

Under this picture print : ^ 

The old man gave the turnip a great big pull. 
But it would not come up out of the ground. 

What other pictures will you need to make for your book ^ 
Would you like to get some other boys and girls to help 
make the book .? By and by we will talk about it. Then 
you can tell what you want to do. 

In a succeeding language period the children should dis- 
cuss the making of such a book, or of several of them. It 

^The direction here is to print the captions of the pictures. This does not mean 
that the children are to print with pencil, which is very undesirable, but that they 
are to use some kind of small sign marker, suited to children's use. The Junior 
Sign Marker, manufactured by the Fulton Company, is excellent for this purpose, 
and costs less than a dollar. It is desirable that there should be several available 
for the children. If this is not possible, the direction may be to write the captions. 
The word write is new and must be told before the class begins the work. Perhaps 
the teacher will not desire to do either, but will prefer to print the captions herself. 
In this case the sentence may read : Under this picture we shall print, etc. 



14 EVERYDAY CLASSICS FIRST READER 

may not be desirable to have each child make such a book, 
for there is a good deal of work involved. But three or four 
might work together and make several, to add to the school 
library, or to give to another child, or send to a children's 
hospital. The story may be shortened very much, the suc- 
cessive pictures bearing captions somewhat as follows : 

The old woman pulled at the old man. 

But the turnip would not come out of the ground. 

The little girl tugged at the old woman. 

But still the turnip would not come out of the ground. Etc. 

Help the children to plan these as a language exercise, lead- 
ing them to see the need of shortening what has to be printed, 
and to have just two lines for each picture. Encourage 
variety of expression. 

MORE MOTHER GOOSE RHYMES 

PAGES 24-27 

Reading Study and Oral Reading. Follow the same 
general method as that used for the rhymes on pages 7-12. 
New words which can be got from their sounds : 

black, wool, rock, full (pull), fall (all), crooked, mile, stile, Humpty, 
Dumpty, kings, horses. 

New sight words : 

any, yes, sir, master, when, cradle, dame, lane, bough, breaks, six- 
pence, bought, which, caught, together. 

Word study. Find rhymes in "The Crooked Man," 
but not in the others, because their words either are not good 
rhymes, or else the rhyming words are not spelt alike. Ex- 



TEACHERS' MANUAL 1 5 

ceptions are the all rhymes in " Rock-a-Bye " and " Humpty 
Dumpty." 

Teach "a new sound of «," in two groups : those in which 
long a is followed by final e^ and those in which it is the end 
of a syllablevof a two-syllable word. For the former use 
dame and lane from the new words, and ate, shake, make, 
came, and gave from words already famiUar. For the latter 
use cradle, baby. Make a chart for this sound, with different 
columns for the two types of words. 

Words for Mastery : 

fall which together King horse men 

Picture Words to Add to Game : 

bags tree cradle baby horses wall king men 

Seatwork. 

1. Draw a tree. 

Draw a line under the tree. 

2. Draw another tree. 

Draw two lines over the tree. 

3. Draw another tree. 

Make a line across the tree. 

4. Draw another tree. 

Draw a Hne all around the tree. 

5. Draw another tree. 

Make one line under this tree and two lines over it. 

What kind of baby sleeps in the tree tops 1 
Is it a little baby like your baby at home ? 
Is it a little dog baby 1 
Is it a little cat baby ^ 



l6 EVERYDAY CLASSICS FIRST READER 

What is the cradle it sleeps in ? 

Is the cradle made of wood ? 

Are there Httle sheets on it ? 

Draw a picture of the cradle in the tree top. 

Draw the baby that sleeps in this cradle. 

Note. It is important that when exercises of this sort are used for 
seatwork, they should be checked up at a following class period. For the 
first exercise here suggested, the teacher might display all the drawings, 
and have the children tell which follow the directions correctly. For the 
second, she might show the pictures, ask which children guessed the riddle, 
and then go over all the sentences, having the children read them silently, 
and give the answers, but not read them orally unless some child needs 
help in getting their meaning. 

THE OLD WOMAN AND THE PIG 

PAGES 29-39 

Reading Study and Oral Reading. It is quite likely that 
the children have heard this story. Its interest for them 
will therefore be one of the following : 

1. An interest in renewing and extending a pleasant ac- 
quaintance. This can be counted on only if the previous 
acquaintance with the story has not completely satisfied the 
child's curiosity about it. 

2. An interest in the amusing glibness and swing of its 
repetitions. In order to avail oneself of this interest, it is 
necessary that the story be read rapidly, not worked over 
and over. 

3. An interest in one's own powers to use a new ability — 
in this case to read for oneself. That this possibility may be 
realized, it is important that the child be helped to feel his 
powers, which means that the reading shall not be a drag- 



TEACHERS' MANUAL 17 

ging burden. For all three reasons, it seems desirable that 
the story shall be read quickly, probably in not more than 
two lesson periods. This is quite possible, since the new 
vocabulary is small, and for most of the words the phonic 
elements and words already known will suffice for inde- 
pendent reading. 

New words which can be got phonetically : 

sweeping, bite, shall, to-night, won't (don't), beat (eat), burn (turn), 
shan't, walked (talk), ox (fox), kill, rope, rat, along. 

New words which must be told : 

new buy both market butcher gnaw 
A few words may need reference to preceding lessons : 
sixpence stile haycock bought 

All new words are to be disposed of as met in silent class 
study, not in a preceding word drill. 

Use the pictures in introduction or development. " What 
is our new story about ? (See the title.) How many of you 
know this story ? Shall we see how fast we can read it ? 
Would you Hke to look at the pictures first ? What do you 
think the old woman is doing in the first picture ? The pig 
looks as if he were smihng. What do you think he might 
be smiling about ^ Do you think he knows how much trouble 
he is going to give the old woman ? Look at the next pic- 
ture. To whom is she talking ? What do you think she 
is saying ? It tells that right under the picture, doesn't it ? 
Who Is this she is talking to in the next picture ? It is 
an ox. (Write the word on the board.) What did she ask 
the ox to do ? Etc. Look at the last picture. Is there 
anything that tells you what time it Is ? " (Stars out, 
night; lights in houses, people not yet gone to bed.) 



1 8 EVERYDAY CLASSICS FIRST READER 

Word Study. New Words for Mastery : 

new buy shall burn walked drink kill along both 

Picture Words to Add to the Game : 

stick water ox rope butcher rat milk 

Note. By this time the cards for the word game may be too numerous 
for one pack. They may be divided, the easier ones being put in one 
pack for the less advanced children of the class, the harder given to the 
better readers to play with. 

Phonics to be taught In connection with this story : 

-ight. Use right, night. Begin a column of these words 
on the long i chart. 

Long with e final. Use rope, home, stone, broke, zvoke, 
hole. Add to the long o chart already started with words 
ending In -old. 

Make an x chart with ox and fox. 

Seatwork. Silent Reading Exercise. Direct the children 
to copy the numbers of the following sentences, and after 
each number to write either Yes or No; yes If they think the 
statement Is true, 7io If they do not. Use the first two as 
samples to explain the exercise. 

1. A red cow can sing. 

2. A cat can kill a rat. 

3. A little baby can jump over a tree. 

4. Boys have three legs. 

5. Girls can talk. 

6. Milk is good food for cats. 

7. Dogs like to eat hay. 

8. Water can put out fire. 

9. You can buy a cow for one dime. 

10. The clock has two hands. 

11. Blue looks just like red. 

12. An ox walks on two feet and holds the other two up. 



TEACHERS' MANUAL 19 

13. A man can run up to the moon. 

14. The sun gives us Hght to see by. 

Draw pictures of the following : 

1. A little mouse under a chair. 

2. An old woman milking a cow. 

3. A cat running up a tree to get away from a dog. 

4. A goat going across a bridge. 

5. The house that the crooked man lived in. 

6. Two little girls jumping rope. 

7. A boy holding a horse. 

8. A man and a woman looking over a wall. 

Put together in the right order the sentences at the end of 
the story, beginning, " Then the cat began to kill the rat," 
and ending, " And they both got home that night." Each 
sentence should be on a separate strip of tag board or stiff 
paper. They may be cut out of old primers and pasted on 
cards, or printed on strips. 

Supplementary Exercises. This is a good story to drama- 
tize or to learn to tell. One or more periods may be given to 
such exercises. 

At this point it will be well to spend a period on review, 
each child choosing the story he will read or play, or the 
rhyme he will recite. If there is not time for each child to 
tell a whole story, a group may tell one together. The 
teacher may assign the sections, but it is better for the chil- 
dren to work this out by themselves in groups. 

THE LITTLE ANT 

PAGES 40-52 

Reading Study and Oral Reading. After the first two 
pages, there is practically no new vocabulary, and the re- 



20 EVERYDAY CLASSICS FIRST READER 

mainder of the story may therefore be read very rapidly, 
perhaps in one more lesson period, one period having been 
given to the first two pages. 

New words that may be got from their sounds : 

ant, cracked, spoke, sun, melts, hides, drives, stop, bores. 

New sight words which will have to be told : 

Jerusalem, snow, paw, cloud, mountain, stronger, through, chases. 

" What do you see in the picture ? Can you see anything 
in the picture to tell where the little ant is going. f* (The 
signboard on the tree.) What time of the year is it ^ What 
makes you think so ^ (Bare tree, snow on the ground, as 
indicated by the ant's footprints.) Look at the ant's paws. 
How many has he ^ (Ants do have six feet, you know.) 
What is he using them for ^ Some extra paws would come 
in handy when you have a good deal to carry, wouldn't 
they ? What do you think is the matter with the paw 
the ant is holding up in the air ^ " Have the children 
read page 40 to find if they are right in their interpre- 
tation of the picture, and to find what is the matter 
with the bandaged paw. After the story has been well 
introduced, the children may read as fast as possible to 
find who was the strongest of all, stopping occasionally to 
comment on odd points, such as that the mouse is shown 
to be stronger than the mountain. 

Word Study. New Words for Mastery : 

strong sun drives mountain stop through 

Picture Words to Add to the Game : 

ant snow paw sun cloud mountain 



TEACHERS' MANUAL 21 

Phonics : Teach ~er after page 41, using 

stronger, bigger, river, master, mother, father, over, under, ever, 
other, water, her. 

Begin two charts, one for two-syllable words ending in er^ 
and the other for words of one syllable having this sound 
spelt in various ways. On this chart, as they are met, put 
all the er words in one column, all the ir words in another, 
all the ur in a third, and words beginning with wor in a third. 
Such words already met are 

bird burn turn sir first 

Add snow to the long chart, and call attention to ow in 
blozv^ throw, own, bowl, already on this chart. 

Teach ou, using mouse, outside, around, out, house, about, 
cloud. 

Supplementary Reading. 

Once I saw a little bird come hop, hop, hop; 
So I cried, " Little Bird, will you stop, stop, stop ? " 
And was going to the window to say " How do you do ? " 
When he shook his little tail, and far away he flew. 

Have two children stand before the class, each holding a 
small ring made of cardboard or reed, or with thumb and 
forefinger joined at the tips to form a ring. Have them race 
to do first what the board sentences tell them to do. Use 
sentences as follows : 

Put your finger under the ring. 

Put your finger through the ring. 

Put your finger above the ring. 

Put your finger to the right of the ring. 

Put your finger to the left of the ring. 

Put your finger across the ring. 



22 



EVERYDAY CLASSICS FIRST READER 



These sentences may be rapidly changed, by erasing 
the preposition and substituting another. Other finger- 
play sentences which may be used are : 

Hold up your right hand. 

Put that hand down by your side. 

Hold up your left hand. 

Put that hand behind your back. 

Hold up two fingers on your right hand. 

Hold up three fingers on your right hand. 

Hold up three fingers on your left hand. 

Lay your finger to the right of your nose. 

Lay your finger across your nose. 

Seatwork. Direct the children to choose the right words 
and copy the following sentences so that they tell the same 
thing that was told in the story, or, if the copying seems 
too long or too difficult a task, have them erase the 
words not needed. 



was stronger than the mountain, 
was stronger than the dog. 
was stronger than the cow. 
was stronger than the water, 
was stronger than the snow. 



The 


mouse 


The 


dog 


The 


cloud 


The 


cat 


The stick 


The 


ant 


The 


fire 


The water 


The 


man 


The 


sun 


The 


fire 


The 


cow 


The mountain 


The 


sun 


The 


cloud 



TEACHERS' MANUAL 23 

Using the names of children in the class, write the follow- 
ing sentences, and have the children either mark them Yes 
or No, according as they are true or not, or else copy 
them, making necessary changes in the placing of the 
names so that each sentence will tell the truth : 

1. Mary is stronger than John. 

2. Kate is older than Henry. 

3. Tom is bigger than Mary. 

4. Henry is smaller than John. 

5. John is taller than Tom. 

Take care to pair the names so that it will be quite evident 
which Is the taller, etc., of the two. 

THE GINGERBREAD BOY 

PAGES 53-62 

Reading Study and Oral Reading. Talk about the first 
picture. Call attention to the odd stove. Tell the chil- 
dren of the porcelain or tile stoves used in some parts of 
Europe. Point out the oven and tell what it is, writing the 
word oven on the board. " What has the old woman in the 
pan she is putting into the oven ? " 

Put the words Gingerbread Boy on the board. Ask the 
children if their mothers ever make gingerbread cookies for 
them. Put the word cookies on the board. " Does she 
ever make the cookies like little boys or girls ? What does 
she put in for eyes .^ Of what does she make the hair .^ What 
would be a good thing to make the hair of ? " Put the words 
raisins and sugar on the board. " To-day we are going to 
read of a gingerbread boy that did something different from 
any gingerbread boy you ever had, I am sure." 



24 EVERYDAY CLASSICS FIRST READER 

Begin the reading, and throughout guide the children by 
questions ; such as, " Find out what the old woman made 
and how she made it." " Why did she go away and leave 
the Gingerbread Boy in the oven ? " " What did she say 
to her little boy before she went ? " " Did the little boy do 
just what she told him ? " " What did the Gingerbread 
Boy do when the Uttle boy went out to get a drink?" etc. 
Hold the children responsible for finding how much they 
need to read in order to answer a question. 

New words which may be got with the aid of phonics and 
context : 

making, dinner, stay, we, may, hopped, pan, floor (door), running, 
happened, them, felt, liked, himself, outrun, stop, tired, close, seem, 
fine, never, kind, snap, hurry. 

New words which will probably need to be told : 

cookies, gingerbread, sugar, raisins, eyes, watch, oven, know, as, 
heard, minute, yard, road, enough, wait, behind, move, only, oh, 
those, nearer, farmers, puppies, think, teeth. 

Word Study. New Words for Mastery : 

eyes, we, know, as, floor, them, enough, himself, behind, only, those, 
think, never, kind, stop. 

Picture Words for the Game : 

cookies, sugar, hair, door, farmers, legs, raisins, eyes, dinner, yard, 
puppies, teeth, oven, pan, floor, road, fox. 

Phonics : ar^ th, ay. For ar use 

farmers garden market yard tar dark are harm 

Do not use warm. Initial w deepens the sound to broad a. 
Teach the light sound of th. For this use 

both teeth think throw through threw thank 



TEACHERS' MANUAL 25 

(The sound of th in the words this, then, them, these, their, 
there, though, the, with, and those is heavy. Say nothing 
about it here, but omit these words.) For ay, use 
may stay day hay away play way 

Begin a chart for the singular and plural forms of words 
ending in y, of course without using the terms singular and 
plural with the children. This chart should show, as they 
are met, words of more than one syllable and their plurals, 
and words of one syllable and their plurals. Begin it with 
cooky — cookies, puppy — puppies, baby — babies. Do not 
attempt to teach ies as a separate sound. 

Seatwork. Silent Reading Exercise. In each of the 
following Hsts there is a word that does not belong there. 
Have the children find what it is in each case and copy it 
on their papers : 

Some things that are good to eat 

sugar raisins clock gingerbread cookies 
Some things that are in the kitchen 

pan dish spoon river cup 

Some things that eat meat 

dog cat boy girl horse 

Some things that grow on a farm 

corn hay turnips spoon grass 
Some things that are in a house 

tree floor chair bed cradle 

Some things that run away from a dog 

fox mouse cat pig fire 

Some things that you see at night 

nioon sun mother stars bed 



26 



EVERYDAY CLASSICS FIRST READER 



Have the children find the word that makes sense for each 
of these sentences and write it on their papers : 



You eat soup with a ■ 


pan 
dish 
spoon 




We get milk from a 


fox 

cow 

sheep 




You see with your 


nose 
hair 
eyes 




You smell with your < 


foot 
nose 
hand 


« 


You cook gingerbread in the < 


oven 

garden 

floor 


eyes 
You bite with your I teeth 
foot 




A baby dog is called a 


mouse 

cat 

puppy 




You get wool from a 


sheep 
horse 
fox 





If desired, the children may copy the whole sentence in 
each case. 

"The Gingerbread Boy" is a very good story to tell, and 
the children may be encouraged to prepare it for telling 
to some interested group, as another grade, or to some 
one at home. 



TEACHERS' MANUAL 27 

TWO MORE MOTHER GOOSE RHYMES 

PAGES 63-65 

Reading Study and Oral Reading. The picture and the 
title should be all that is necessary to help a child who has 
heard this rhyme to read page 63 at sight. New words 
that can be got phonetically are pocket, full {pull), twe7ity, 
opened; new words that must be told to any child who 
does not know the rhyme well enough to get them from 
position are rye, four, dainty. Practically all of these, 
however, are likely to be recognized by their position and 
to need no special attention for purposes of reading. 
Teach the children to sing It. The music Is given below. 




mf Allegretto 



t^- 



"^^^ 



Sing a song of six -pence, A pock-et full of rye 







Four - and - twen - ty black - birds Bak'd 



pie. 




feJ^ 



:|^ 



:1^: 



^gE=g; 



:^f= 



5* — -# — * 



When the pie was o - pened, The birds be - gan to sin 






^^^^^^^^^^^^^1 



Was -n't that a dain - ty dish To set be -fore a king? 



On page 64 counting-house, counting, parlor, nipped, and 
nose can be got from phonic elements already known. 
Money, honey, bread, maid, and clothes may need help if 



28 EVERYDAY CLASSICS FIRST READER 

the rhyme is not already familiar. Encourage lively read- 
ing of this rhyme. Talk about the pictures in it. " How 
many ? Would not this rhyme make a good book ^ What 
picture would you put on the first page ? What lines would 
you print under it ? Etc." 

Teach page 65 as a riddle to whicH the answer is given. 
After they learn it they can ask it of some one else. Its 
vocabulary is either familiar or readily got phonically ex- 
cept high and climbs, and either of these may be got 
if silent letters are indicated. Talk over the statements 
of the riddle : " Is it true that a star wades in the water .? 
What makes it look so deep down in the water f Is 
it true that it chmbs the mountains ? Why is it said 
that it has only one eye ? " 

Supplementary Reading. Seat or Class Work. " Some 
more riddles. Can you guess them ^ " 

Round as an apple, 
Deep as a cup, 
AH the king's horses 
Can't pull it up. {A well) 

Two legs sat on three legs 
With one leg in his lap. 
In came four legs, 
Ran away with one leg. 
Up jumped two legs, 
Picked up three legs, 
Threw it at four legs, 
To make four legs 
Let go one leg. 

{A man on a three-legged stool zvith a ham in his lap, which a dog 
runs in and gets) Suggested also in Primer Manual as supplementary- 
reading. 



TEACHERS' MANUAL 29 

Black within and red without, 

Four corners round about. {A chimney) 

Something that will go up a chimney down and down a chimney down; 
but will not go up a chimney up, or down a chimney up. {An umbrella) 

Word Study. New Words for Mastery : 

money bread sister poor high 

Picture Words for Game : 

blackbirds pie birds money nose star 
Assemble all known number words : 

one two three four six twenty 
Domino cards may be made to match with them in the 
word and picture game. 

Phonics, -ang, -ong, -ung. Begin a chart for these 
words as well as for monosyllables ending in -ing. De- 
rive the sounds of the other three from the known sound 
-ing, by changing the vowel in a familiar word, as sing, 
song, sang, sung. Other known words which represent one 
of these phonograms are strong, hung, hang, long. In this 
connection may be used : 

As I was going along — long — long, 

A-singing a comical song — song — song, 

The way that I went was so long — long — long, 

And the song that I sang was so long — long — long, 

And so I went singing along — long — long. 

Also 

Sing, sing, what shall I sing ? 

The cat's run away with the pudding-bag string. 

Seatwork. Make a book of the rhyme on page 64, as 
suggested above. Two pictures may be made of the second 
stanza the first before the blackbird comes, the second 



30 EVERYDAY CLASSICS FIRST READER 

with the blackbird nipping the maid's nose. It is desirable 
to keep the number of Hnes printed under each picture the 
same. 

THE TIMID HARE 

PAGES 66-71 

Reading Study and Oral Reading. " Of what is this a 
picture.^" The children are likely to say "A rabbit." 
Give the word hare^ as a name for a kind of rabbit, and 
write it on the board. " Can you tell anything about 
this hare from looking at the picture .^ " Try to get the 
children to see how frightened she looks. If the phrase 
frightened almost to death is given, write it on the 
board. Introduce the word timid, and explain its meaning 
— easily frightened, afraid of all sorts of things. Read 
to the class the third sentence, and call their attention 
to it in their books. Be sure the word terrible is heard 
and used distinctly by the children in the oral discussion 
before the reading is attempted. Note that here for the 
first time we have words that perhaps are not in the 
children's commonly used vocabulary, and that it is de- 
sirable to give a clear sound image of them. With this 
introduction, page 66 should be read with little or no 
help. The word pieces may need to be given. It has been 
met before, in the alphabet at the end of the Pri^ner, but 
there has been no repetition, and it has probably been for- 
gotten. On page 67, believe, noise, heard, and heavy will 
probably need to be told. Should and could may be got 
from zvould. It will be likely to require one lesson period 
to read to the bottom of page 67. 



TEACHERS' MANUAL 31 

At the second lesson it will be well to reread pages 66 and 
67, and then ask, " What did the second hare do ? Then 
what did the brother do ? And what did the other hares 
do ? " In each case require the children to read only so 
much as is necessary to answer the questions. " Now what 
animals heard and began to be afraid ? What did they do ? 
Which was the first animal that didn't believe it ? What 
did he do to find out if it were true ? What did he say to 
the Httle hare when she showed him the place where she 
heard the noise ? What did the animals do then ? " 

Nearly all the remaining new vocabulary can be made out 
of known elements. Words which cannot are 

afraid elephants answered why hours twelve 

Supplementary Reading. After the children have finished 
this story, call their attention to its source. It is a Hindu 
tale, that is, a tale which is told to the Uttle children of India. 
That is why it has elephants and tigers and lions in it, for 
those animals Hve in the hot, wet forests of that country. 
Ask the children if they have ever heard another story that 
is something like this. Have the story of "Chicken Little," 
who thought the sky was falling, read from another book. 
This may be done by one child to whom the extra work is 
assigned, or preferably by a group of several children, who 
divide the story among them and take turns in reading it 
to their fellows. 

Here is a good place to introduce the story of Little Black 
Sambo, who lived in another hot country where tigers prowl 
in the forests. Perhaps some child or children can read this 
also to the group. If it is too hard for them, the teacher 
should read it, and then put the book, which should be a 



32 EVERYDAY CLASSICS FIRST READER 

well-illustrated edition, where the children can get it and re- 
read it for themselves. 
Word Study. New Words for Mastery : 

more, than, always, thought, might, should, last, almost, also, 
brother, animals, asked, answered, why, nothing, every, twelve, 
hours, story, heard. 

Picture Words to Be Added : 

nut elephants tigers lion 

Phonics. Make a new column on the long i chart for 
words of more than one syllable which have the first syllable 
ending in i, and put lion and tiger in this column. Make a 
chart for words in ought and aught, and list on it caught 
in one column and thought and bought in another. If de- 
sired, could, would, and should may be put on the 
short 00 chart. 

Seatwork. The supplementary reading suggested may be 
used for seatwork in preparation for a class period to come. 

" The Timid Hare " and " Chicken Little " may both 
be dramatized. 

A " moving picture " may be made of "The Timid Hare.'' 
During the seatwork period, the children, singly or in groups, 
may plan the pictures they will need, and the whole class 
may come together later to decide upon it and to assign 
work. 

Silent Reading Exercise. After explaining the differ- 
ence between a wild animal and a tame animal and present- 
ing the words wild and tame, have the children read silently 
the following sentences. Have them copy the numbers of 
the sentences on their papers, and after each write Yes if 
the sentence is true and No if it is not. 



TEACHERS* MANUAL 33 

1. A tiger is a wild animal. 

2. A lion is a tame animal. 

3. Some elephants are wild and some are tame. 

4. A fox is a tame animal. 

5. A cat is a tame animal. 

6. A dog is a wild animal. 

7. A sheep is a tame animal. 

8. A pig is a wild animal. 

9. A cow is a wild animal. 

10. An ox is a tame animal. 

11. A mouse is a wild animal. 

12. A rat is a tame animal. 

13. A horse is a wild animal. 

14. A bear is a wild animal. 

15. Tigers live in the woods in the hot lands. 

16. Lions live on farms. 

17. Pigs live on farms. 

18. The dog sometimes sleeps on the rug by the fire. 

19. The elephant sometimes sleeps on the rug by the fire. 

20. Tigers sometimes eat men. 

21. Horses sometimes eat men. 

22. A cow is not afraid of a tiger. 

23. A horse is not afraid of a bear. 

24. A fox is afraid of a dog. 

25. A lion is afraid of a hare. 

The children may enjoy making an animal alphabet 
book. They already know the names of nearly enough ani- 
mals, and will enjoy looking for others to complete the 
alphabet. Those which may be used are ant, bear, cat, 
cow, dog, elephant, fox, goat, horse, lion, mouse, ox, 
pig, rabbit, tiger, wolf. Only I, J, K, N, Q, S, U, 
V, X, Y, and Z are to be supplied. They may collect 
pictures from magazines or cut them out of black paper, 
and paste one on a sheet, printing its name below it, either 
alone, or as part of the sentence .: J is for ant, etc. 



34 EVERYDAY CLASSICS FIRST READER 

TWO NUMBER RHYMES 

PAGE 72 

Reading Study and Oral Reading. Both these rhymes 
are probably familiar to the children. Their vocabulary, 
moreover, is in the main easily recognized with the aid of 
previous word and phonic knowledge. Words which will 
need to be told if they are not suggested by the context are 
shoe, eight, straight, and toes. Read through each of these 
rhymes quickly. The teacher may recite to the children 
the rest of the "Number Song," up to twenty, and show it 
in the school copy of Mother Goose. 

Supplementary Reading. Other rhymes which may be 
used for blackboard reading lessons without introducing 
new words are : 

One, two, three, four, five, 
I caught a hare alive; 
Six, seven, eight, nine, ten, 
I let him go again. 

This little pig said, 

" I want some corn." 

This little pig said, 

" Where are you going to get it ? ** 

This little pig said, 

" In Grandpa's barn.** 

This little pig said, 

" I'm going to tell.** 

This little pig said, 

" Wee, wee, wee, 

I can't get over the barn door sill.** 

Word Study. Teach the children to recognize at sight all 
the number names up to ten. 



TEACHERS' MANUAL 35 

Picture Words for Game : 

shoe hen toes 

Also the new number words. 

Phonics. Teach oa, and add words in oa to the long o 
chart. Words for use : 

roast goat road coat 

Seatwork. Make domino cards for the word game for 
all numbers up to ten not already in use. 

Make a book for " This Little Pig Went to Market," with 
a picture and a couplet of the rhyme on each page. 

Make a number book. In this picture all the known 
numbers may be pictured with domino dots or a dom- 
ino arrangement of squares, triangles, or oblique Hnes. 
Picture the numbers also in concrete objects, as two 
shoes, three bears, a four-leaf clover, five fingers, six 
eggs, etc. Include also the various number rhymes 
with illustrations of each. 

FOOT SOLDIERS 

PAGE 73 

Reading Study and Oral Reading. This is the first ex- 
ample yet met of a poem which is new to the children. The 
procedure described below is typical of the method that may 
be used in all study of poems in this grade. 

The teacher should read the poem to the children, who 
will have their books open before them. "This is what the 
mother is saying to the baby. Who do you think the sol- 
diers are ? How are the toes like soldiers ? (All standmg 
and marching in a row.) Where is Toe Town where these 



36 EVERYDAY CLASSICS FIRST READER 

soldiers live ? What is the Knee high hill that the baby 
has to travel down to see the soldiers drill ? Which do 
you think is the captain ? Would you like me to read this 
to you again ? Now would you like to try to read it your- 
selves ? " 
Word Study. Words for Mastery : 

town side 

Picture Words : 

hill knee soldiers captain 

Phonics : Make a chart for kn and gn, or, better, add 
them to the n chart. Tell the children that there are 
a few words that begin with these letters, and that they 
sound just like words that begin with n. Use the term 
silent letter^ and tell them that sometimes there are let- 
ters that do not make any sound at all in a word. 
This has been led up to by the occasional crossing out 
of a letter in a word as a help to the children in 
sounding it. Use in this connection the words knee^ 
know, knife, knot, and gnaw. Only knee and gnaw have 
been met in the reading, but the others are familiar oral 
words, and can easily be illustrated, if it is necessary to 
give their meaning. 

Seatwork. Continue the work begun in connection with 
page 72. 

TITTY MOUSE AND TATTY MOUSE 

PAGES 74-84 

Reading Study and Oral Reading. Introduce with the 
title and the picture. " About whom is our new story ^ 
Can you tell from the picture what sort of people Titty 



TEACHERS' MANUAL 



37 



Mouse and Tatty Mouse were ? What is that across Titty 
Mouse's eyes ? What is in her hand ? What do you suppose 
they stole when they went steaHng ? Let us read and see 
what happened." 

The only words in the whole story that are not readily to 
be made out from known sounds and words are pudding, 
lose, losing, and beautiful. Read ahead rapidly. It should 
not occupy more than three reading periods. The interest 
of the new story will carry the first period, in which two or 
three pages may be read. The interest the third day will 
center around the grand catastrophe at the close ; for one 
day the interest may be maintained in the succession of 
similar events, but hardly for more than one. If the 
climax is too long delayed, interest is sure to lag and the 
story be spoiled. At the conclusion be sure that the chil- 
dren are enjoying all the amusing details of the pic- 
ture. 

Word Study. New Words for Mastery : 

ear, matter, room, window, lost, lose, leaves, beautiful, green, 
against. 

Picture Words : 

bench, window, broom, house, ladder, neck, leaves, feathers, apples, 
pitcher, ear, pudding, blue, black, green. 

It is probable that by now the words for the word game 
have become sufficiently numerous to divide again. Per- 
haps some of the original list are worn out. If they are 
well enough known, they may be eliminated. All those 
that are perfectly familiar to the more advanced pupils 
of the class should be taken out of the pack of cards with 
which this group plays. 



38 EVERYDAY CLASSICS FIRST READER 

Phonics. Teach the two sounds of ea and the long sound 
of y as found at the end of words of one syllable. These 
lists of words may be put on two charts each. Thus the long 
sound of ea may be put on a chart with the short sound of 
those two letters, and also on the long e chart, and the words 
in y may be put on the y chart and also on the long i chart. 
Words for use : heai^ please^ stealings ear, creak, leaves, eat, 
each, for long ea; head, dead, death, feather, for short ea; 
why, cry, by, my, fly, for long y. 

Seatwork. Silent Reading Exercise. Have the chil- 
dren copy the numbers of the following sentences, and after 
each write Yes or No, according as they think the sentence 
is true or not : 

1. Trees have blue leaves. 

2. You sweep the floor with a broom. 

3. This room has just three corners. 

4. There are eight windows in this room, and no more. 

5. There are more than five doors in this room. 

6. We eat pudding out of a pitcher. 

7. We put milk in a pitcher. 

8. Corn grows on a tree. 

9. Apples grow on a tree. 

10. I have five ears. 

11. I have five fingers on each hand. 

12. I have ten toes, five on each foot. 

13. It is good for boys and girls to drink milk. 

14. Trees have feathers. 

15. Birds have leaves. 

If the number books are not yet finished, continue work 
on them. 

This story may be used as the basis for a " moving pic- 
ture," which the children may work out in their seatwork 
periods. 



TEACHERS' MANUAL 39 

BLOW, WIND, BLOW 

PAGE 85 

Reading Study and Oral Reading. It would be well to 
use this rhyme, not necessarily in the sequence of the book, 
but in connection with some study of environment in which 
the children are answering the question : " Who helps us 
to get our breakfast ? " The lesson may, of course, be 
somewhat different for city and country children. The 
former will spend most of their time on the work of the miller ; 
the latter on the work of the baker, since those are the un- 
familiar matters to those two groups. Both will perhaps 
want to spend some time on the different ways that corn is 
ground. According to this rhyme, the mill is turned by the 
wind. Find out if the children know any country where 
windmills are commonly found. The water mill should be 
described, and then the steam-run mill so common in the 
large milHng plants. " Do you think that the Httle chil- 
dren that are saying this rhyme live in the country or the 
town ? Read to find out." Note that only the town 
children could have bread sent hot from the baker's. 

The only new word that should need telling is rolls. 
Grind may be got from find. 

Word Study. New Words for Mastery : 

take rolls send 

Picture Words : 

mill baker miller 

Phonics. Add words in ind to the long i chart. Use 
find^ grind, behind. If wind is suggested, tell the children 
that this word is really two words. It is wind that blows. 



40 EVERYDAY CLASSICS FIRST READER 

that we have in this rhyme, and that does not belong on this 
chart ; but it is also wind, as to wind a clock or to wind a 
ball of cord, and that this wind may go on the chart. 

Seatwork. A booklet may be made for this rhyme, 
with a picture for each Hne. 

A booklet or set of posters may be made to show where 
our breakfast bread comes from. In this the wheat plant 
(explain that in England, where all of these rhymes origi- 
nated, wheat is called corn), the farmer, the mill and the 
miller, the baker and his dough, or mother making bread 
may be shown, with a suitable statement under each. In 
the country, if bread is not made in the children's homes, 
the train which brings it may also be shown. 

Supplementary Work. The singing game, " Shall I Tell 
You How the Farmer " may be taught, and additional 
stanzas added beginning, "Shall I tell you how the 
miller," and "Shall I tell you how the baker." 

The teacher may read to the children " Alice's Supper." 

Teacher and children may work out in the language period 
a story on " This is the bread that Jack ate," and they may 
put it into a booklet. 



WHERE ARE YOU GOING, MY LITTLE CAT? 

PAGES 86-87 

Reading Study and Oral Reading. Since this is just a 
jingle, and since its vocabulary is so simple, the children 
should be allowed to work it out for themselves, a stanza 
at a time. The only words that will need telling are wear 
and yet. 



TEACHERS' MANUAL 41 

Word Study. This is an excellent rhyme to use as a basis 
for original rhyming by the children. Have the children 
make other rhymes, on the pattern of these, using other 
words that rhyme with cat and with pig. Thus the cat 
might go for wool to knit her a mat, or to buy her a ball 
and a bat, and the pig might leave his mother because 
he was growing so big, or going to have a fine ride in 
a gig, as in Thomas Hood's jingle from which the last 
stanza of this is taken. Similarly, teacher or children 
may suggest other animals to rhyme about, as a mouse, 
a dog, a cow, etc., and suitable rhymes may be con- 
structed about these. 

New Word for Mastery : 

yet 
Phonics. Teach the consonant y, as in 

yet yes you your yellow 

not famiHar to the children, but easily got by them by 
applying their new knowledge of this sound. This may be 
taught as y at the beginning of a word, whereas long y is y 
at the end of a Uttle word, and short y is y at the end of a 
longer word. 

Seatwork. Listing rhyming words to be used in jingles, 
as above, and making jingles. 

OTHER MOTHER GOOSE RHYMES 

PAGES 88-97 

Reading Study and Oral Reading. Do not read these a 
rhyme a day, but rather try to have them all read in the 
course of a period, and in succeeding music periods or Eng- 



42 EVERYDAY CLASSICS FIRST READER 

lish periods use them as songs, for dramatizations, etc. 
Have a Mother Goose day. Distribute among the children 
of the class these new rhymes and the old ones they have 
already read. Do not require every child to prepare to 
read every rhyme, but expect those to whom a rhyme is 
assigned to present it interestingly and attractively to the 
rest of the group. It might be well to have supervised 
study during one class period, during which time each child 
might come to the teacher for assistance on any part of his 
assignment which was giving him trouble. In the period 
when the members of the class entertain each other with the 
rhymes which they have individually prepared, take time 
to examine the accompanying pictures in the text and also 
in the school copy of Mother Goose. 

New Vocabulary which pupils should not be expected 
to make out independently : 

In"Ding, Dong, Bell" 

Johnny naughty mice 

Indicate the silent letter in Johnny, refer to the aught chart 
for naughty, and tell mice, since the soft sound of c is not yet 
known. 

In "Little Jack Horner" 

thumb 
Indicate the silent letter. 
In " A Riddle," perhaps 

many 

may be compared with any. 
In "The Mulberry Bush" 

bush early wash Monday iron Tuesday Wednesday 

Tell, or refer to pictures : 



TEACHERS' MANUAL 43 

In " Birthdays" 

fair face grace woe loving works child 

In " Simple Simon" 

ware whale fail salt 

The teacher will see that the more difficult rhymes are as- 
signed to the more able pupils. 
Word Study. Vocabulary for Mastery : 

many, early, our, Monday, Tuesday, Wednesday, Thursday, Friday, 
Saturday, Sunday, child, fair, face, far, works, its. 

Phonics. Teach ai, using fail, dainty, maid, tail, pail, 
and add to the long a chart. Teach "another sound of c," 
using face, grace, mice, nice. If desired, add woe and toe 
to the long o chart, but do not spend much time on oe, since 
it is not frequently used. 

Seatwork. Make a picture book for "The Mulberry 
Bush " or for the days of the week. 

Make posters for all the Mother Goose rhymes already 
used, to display for decorations on the day of the Mother 
Goose program. 

Copy the number of each of the following sentences, and 
after each write the name of the day that should fill 
the blank : 

1. Sunday is the day before . 

2. Sunday is the day after 



J. Tuesday is the day before . 

4. Tuesday is the day after . 

5. Monday is the day before . 

6. Monday is the day after . 

Etc. for each day of the week. 



44 EVERYDAY CLASSICS FIRST READER 

(There should be a large calendar before the children as 
assistance in this exercise.) 

Make cut paper posters for the days of the week. 

THE BRAVE BLACKBIRD 

PAGES 98-1 I I 

Reading Study and Oral Reading. Introduce the story 
by examining the pictures. The children will probably 
not guess from them what it is all about, but their curiosity 
will be aroused as to what the blackbird is doing in the midst 
of the elephants, why he is dressed in uniform, etc. Have 
the story read to satisfy this curiosity. 

Only a few of the new words should be beyond the chil- 
dren's power to get unaided or with a Uttle aid : 

Mrs., listening, caged, rage, sword, poured, General, course, wild, 
whispered, quick, guess, tie, troubled, laughed. 

Help the children to organize the story as they read, 
by questions, dividing it into unit portions, somewhat as 
follows : 

Page 98. "Read the page to find out what the two 
birds and the man are doing." Page 99. " What do you 
think the man was planning to do ^ Whom did he catch ? 
What did he do with Mrs. Blackbird .? (Note here that 
it is Mr. Blackbird, not Mrs. Blackbird, that sings, 
which is the reason that the king wanted Mr. Black- 
bird.) What did Mr. Blackbird do when he found his 
wife had been put in a cage in the King's palace ? 
Do you think a blackbird could fight a war with a 
king ? Let us see. Whom did he meet as he ran ? 
What do you think would happen when the cat and the 



TEACHERS' MANUAL 45 

blackbird met ? Read and see. Etc." Help the chil- 
dren to enjoy the humor of the warlike little blackbird, 
rushing furiously along, and bringing to his aid all kinds of 
animals and articles. From time to time raise the question, 
" How do you think all these things could help the black- 
bird in his fight ? " 
Word Study. New Words for Mastery : 

years, Mrs., street, us, small, large, itself, bad, very, quick, yourself. 

New Picture Words : 

drum sword 

Phonics. " Another sound of g," the soft sound, using 
rage, caged, large, General, giant; qu, using queen and 
quick; wh, using why, whispered, when, what, where ; -le, 
using cradle, stable, riddle, buckle, fiddle. Put -le on the 
same chart with / and //. Put -ild words on the long i 
chart, wild, child. 

Seatwork. Make a "moving picture" of this story for 
a public program. 

Silent Reading Exercises. Copy the numbers of the 
following sentences, marking each Yes or No according as 
it is true or not : 

1. A cat can eat a blackbird. 

2. A blackbird can kill a cat. 

3. An elephant is smaller than a cat. 

4. An ant is larger than an elephant. 

5. A General carries a sword. 

6. A drummer boy beats the drum for the soldiers to march. 

7. A child is larger than a giant. 

8. The baby stays in the stable. 

9. The horse sleeps in the cradle. 

10. When you are five years old you are a man. 

11. When you are five years old you are a child. 



46 EVERYDAY CLASSICS FIRST READER 

12. The parlor is the place to cook dinner in. 

13. The kitchen is the place to cook dinner in. 

14. The henhouse is the place to cook dinner in. 

15. An elephant has a trunk in place of a nose. 

16. An elephant has very large ears. 

17. An elephant has very large eyes. 

18. An elephant can pick up a man with his trunk. 

19. Ants live in holes in the ground. 

20. Cats catch rats and mice. 

TWO CHILD POEMS 

PAGES II2-II3 

Reading Study and Oral Reading. Have the pupils read 
the first two lines of " There Was a Little Girl" ; then call 
their attention to the picture and ask, " Do you see the 
Httle curl ^ Where is it ? " Have them find the word 
forehead after it has been given orally, in order that they 
may not call it fore head. Read the rest of the page 
at sight. On page 113, pupils may need help with the 
word sighing. Give it, and then compare with high. 
" Do you think Molly was silly to cry for a broken 
doll 1 " 

Word Study. No new words for mastery. 

Review -iyig. 

Seatwork. Make pictures of the following : 

A boy jumping over a gate. 

A girl playing with her doll. 

A soldier beating a drum. 

A cat catching a rat. 

A goat going across a bridge. 

Two blackbirds singing in a tree and a man listening to them. 

An elephant standing on his head. 

Mother ringing the dinner bell. 



TEACHERS' MANUAL 47 

EYVIND AND HIS GOAT 

PAGES 1 1 4-1 20 

Reading Study and Oral Reading. " We have been read- 
ing fairy stories. To-day we are going to read about a real 
little boy who lived in Norway. His name was Eyvind 
(iVind). There is a little girl in the story, too. Her name 
was Marit (mar'it). Do those seem funny names ? Chil- 
dren who live in other countries do not talk as we do and do 
not have names like ours." Use these names often enough 
to make them familiar in sound to the children. Tell them 
where Norway is, and a Httle something of what the land is 
like. Then have the story read. There is little vocabulary 
that is not easily acquired by the appUcation of past knowl- 
edge. Towards^ learn, voice, and wrong are probably all. 
" Do you thing that Eyvind should have sold his goat for a 
buttercake ^ Do you think that Marit should have taken 
his goat ? Do you think she ought to have brought it back ? '' 

Word Study. Words for Mastery : 

happy white dress arm life mine towards wrong 

Picture Words : doll, dress, bells, butter, cake. 
Phonics : oy and oi. Put on the same chart. Use 
boy joy voice 

Seatwork. Supplementary reading from other primers 

or first readers. 

Group activity directed by silent reading. 

Would you like to make a paper doll's house ? 

You make it like a book. 

Take one bi^ sheet of paper for the bedroom. 

Draw a straight line across the paper from one side to the other. 



48 EVERYDAY CLASSICS FIRST READER 

The part of the paper above the Une is the wall of the bedroom. 

The part of the paper that is below the Hne is the floor of the bedroom. 

Make the floor brown. 

Cut out a bed and paste it so it is on the floor. 

Cut out a chair and paste it on the floor. 

Cut out a dresser and paste it on the floor with its back to the wall. 

Cut out a picture and paste it on the wall. 

Etc. 

(Similar directions may be given for making each room. 
The different sheets of paper, fastened together Hke a book- 
let, form the house.) 

WHY CATS WASH THEIR FACES 
AFTER EATING 

PAGES I2I-I22 

Reading Study and Oral Reading. Talk with the chil- 
dren about the preparations they make for coming to the 
table ; that is, washing hands and face. " Did you ever 
notice your cat ^ Does she wash her face before she eats ? 
When does she wash it ^ Would you like to know why she 
does it after she eats I That is what our story to-day is to 
tell us." Read the story in one period. 

Vocabulary that cannot be got phonically : 
their people 

Word Study. Words for Mastery : 

their better people care since seen 

Seatwork. Activity directed by silent reading. 

To-day you may get some doll people to live in your paper doll house. 
There are some books of paper dolls on the table. 
What people do you want to live in your house ? 



TEACHERS' MANUAL 49 

Do you want a mother ? 

Do you want a father ? 

Do you want a baby ? 

Do you want a Uttle girl ? Boy ? , „ r -i > 

How many people do you want in your paper doll family ? 

Find the people you want and cut them out. 

If your house has big chairs and a big bed, get big people. 

If your house has little chairs and a little bed, get little people. 

You may get more than one dress for each person if you wish. 

Take your crayons. 

Make one of the dresses blue. 

Make one of the dresses red. 

Red is a good color for a little girl's cap and coat. 

Blue is a good color for a lady's coat dress. 

Blue is a good color for a little girl's party dress. 

White is a good color for a baby's dress. 
You may make the baby's socks blue. 

PUSS IN BOOTS 

PAGES 123-132 

Reading Study and Oral Reading. Suggested divisions 
%i7stteSon- r. What the miller left his sons. z. How 

with the apples and the bag. ^ 

Second Lesson: (Introduce with a question as to wha 
the children think the cat wanted w.th the rabb. I 
would be quite natural for them to think he -^^nted it for 
Ld for himself and his master. Keep the .nterest nd^ur - 
osltv growing with the cat's successive exploits ) I. What 
Xecat dfd with the rabbit he had caught and how the king 



50 EVERYDAY CLASSICS FIRST READER 

liked it. 2. The next present the cat took to the king. 
3. How much more the cat took to the king. (Explain the 
meaning of Marquis as a gentleman who had a fine castle 
and fine farms and woods, and who was very rich. Raise 
the question as to whether this young man really had all 
this. " How do you suppose the cat was going to get all 
these things for him ? ") 4. How the young man got ac- 
quainted with the king and his daughter. (Help the chil- 
dren to enjoy the cat's cleverness in getting the young 
man some fine new clothes such as the king's household 
wore.) 

Third Lesson: i. How the cat got the king to think 
the young man owned a hayfield. 2. How the cat got 
the king to think the young man owned a cornfield. 
(Lead the children to surmise why the men in the field 
said what the cat told them to say.) " How do you sup- 
pose the young man felt when he heard what they 
said ? Did he know who the Marquis of Carabas was ? " 
3. How the cat got a castle for the young man. 4. What 
happened then. 

Word Study. 

New vocabulary that children cannot be expected to get 
unaided : 

donkey, sons, youngest, pair, done, among, country. Marquis, 
Carabas, field, month, present, receive, company, change, true, won- 
derful, Zip, whole, and probably daughter and brought. 

Words for Mastery : 

sons, young, youngest, wish, brought, done, among, place, country, 
much, field, these, month, meet, between, daughter, whose, part, true, 
whole. 



TEACHERS' MANUAL 51 

Phonics. " Another sound of 0, just like u^^ using 

donkey, money, honey, sons, done, among, month, company, won- 
derful, love. 

The same sound represented by ou : young, youngest, 
country, may be introduced if the teacher sees fit. This may 
be shown in a separate column on the same chart as the 
words. 

If desired, z may be taught with Zip. 

Seatwork. This is a rather difficult selection, and the 
children will probably need to use their seatwork period in 
rereading the lesson developed in class and finding in it words 
which the teacher has listed for them to identify, or in read- 
ing ahead and listing the words with which they need help 
in the class period to follow. 

If desired, the story may be worked up into a " moving 
picture " or prepared to tell at a public exercise. Some such 
motive for rereading and working over will be good to get 
the amount of repetition desirable to familiarize the children 
sufficiently with the important vocabulary of the selection. 

A FARMER WENT RIDING 

PAGES 133-134 

Reading Study and Oral Reading. Read this quickly with 
especial attention to the vivid pictures it calls up. Let 
the children show the jolting gait of the horse suggested to 
them by the " Bumpety, bumpety, bumpety." Have 
them imitate the hoarse croak of the raven which was so 
terrifying that " they all tumbled down." Recite to them 
the last stanza, not given here, or show it in Mother Goose : 



52 EVERYDAY CLASSICS FIRST READER 

The mischievous raven flew laughing away, 

Bumpety, bumpety, bump ! 
And promised to serve them the same the next day, 

Lumpety, lumpety, lump ! 

This is a rhyme that children dehght to have recited to 
them by some one on whose lap they are sitting, and who 
represents the gait of the horse by jolting the knees. They 
may dramatize it with each other in this way. 

Do not devote a whole class period to this rhyme, but use 
it as an amusing bit, either to conclude a review lesson that 
has not occupied all the period, or in connection with some 
other short rhyme. 

MARY HAD A LITTLE LAMB 

PAGE 135 

Reading Study and Oral Reading. This is a good ex- 
ample of a story poem. Treat it just like any story. Use 
such questions as are necessary to guide the children to read 
it in unit parts. The four stanzas make good divisions. 
The first tells the kind of pet that Mary had, the second a 
funny prank of the lamb, the third what happened when the 
lamb went to school, and the last what the children all said 
when they came out of school and found the waiting lamb. 
This, by the way, is claimed to be a true story of a Httle 
school girl of long ago. 

Word Study. Vocabulary Needing Special Help : 

everywhere school rule patiently reply 

(Note that according to some of the precedents in the chil- 
dren's experience, reply would be accented on the first 



TEACHERS' MANUAL 53 

syllable, and the final 3; would be short, re'ply. Be sure, 
therefore, to give it to them orally before they confuse them- 
selves by trying to make it out.) 
Words for Mastery : 

school rule children teacher 

Seatwork. This is a good poem for a special book. Al- 
most every Hne or couplet suggests a picture. The chil- 
dren might share in making the pictures, the best being 
selected to put into the school book, and the teacher might 
then print the appropriate line or two beneath each picture. 
Children love such books, in the making of which they have 
had a share, and they make a valuable addition to the pri- 
mary library. 

Silent Reading Exercise. Have the numbers of each of 
the following sentences copied, and Yes or No written after 
each according as it is true or not : 

1. Children go to school on Monday. 

2. Children go to school on Sunday. 

3. Children go to school on Saturday. 

4. We have a lamb at our school. 

5. Our teacher is a man. 

6. Our teacher is a woman. 

7. I can draw a straight line with a ruler. 

8. I can paint a picture with a ruler. 

9. Our school house is red. 

10. Our school house is gray. 

11. Our school house is white. 

12. All the children in our school are girls. 

13. All the children in our school are boys. 

14. We have boys and girls too in our school. 

15. My teacher is not at school to-day. 

16. To-day is Monday. 

17. To-day is Tuesday. 



54 EVERYDAY CLASSICS FIRST READER 

1 8. To-day is Wednesday. 

19. To-day is Thursday. 

20. To-day is Friday. 



LITTLE JACK FROST 

PAGES 136-137 

Reading Study and Oral Reading. Teach this poem some 
morning during early spring, when the first touches of 
warmth are appearing. Talk with the children about the 
retreat of winter. Recall the coming of winter, how the 
leaves grew red and yellow and then brown and then drifted 
down. Recall the frosty nights. Recall the fact that there 
is the sharpest frost when the night is clear and cloudless 
and the wind is still. Speak of the coming of Jack Frost. 
Ask what Jack Frost is doing now. Is he as happy and gay 
as he was in the fall ^ Will he enjoy being here now that 
spring has come again ? Then read the poem while the chil- 
dren have their books open, and try to have it picture to 
them their own experience of the coming and going of the 
winter. Study the picture. Note the brightness of the 
stars, even the smallest of them showing plainly. Look at 
the drooping flowers, and the partly denuded trees. Is 
this late fall or early spring ? Does Jack Frost look happy 
or sad ^ " Listen as I read again and tell us what you 
hear that is shown in the picture." Read the first two stan- 
zas. Have the children find and reread the lines that they 
see pictured. Read the third stanza, after asking the chil- 
dren to be ready to tell the picture they think would go well 
with it. Ask them to listen to the last stanza and be ready 
to tell all the things that show that this stanza tells about 



TEACHERS' MANUAL 55 

spring instead of fall. Have them read the different parts of 
this stanza that tell various signs of spring. Then have the 
whole poem read straight through in order, perhaps assigning 
a stanza each to four children. Have the poem memorized. 
Word Study. Words for Mastery : 

still late yellow brown flowers spring 

Seatwork. Complete the memorizing of the poem. 
Silent Reading. Mark Yes or No, as in preceding les- 
sons, to indicate the true or false : 

1. In the fall the leaves turn blue. 

2. In the fall some of the leaves turn red. 

3. In the fall some of the leaves turn yellow. 

4. In the fall some of the leaves turn brown. 

5. Leaves are green in the spring. 

6. Leaves are white in the spring. 

7. Jack Frost makes the meadows all white and shining. 

8. Jack Frost likes cold days. 

9. Jack Frost likes warm days. 

10. Some spring flowers are yellow. 

11. Some spring flowers are blue.* 

12. Some spring flowers are white. 

13. In the fall the flowers fade and die. 

14. In the fall the trees open their buds and have new leaves. 

15. In the spring the trees open their buds and have new leaves. 

16. When water freezes it makes ice. 

17. When ice melts it makes water. 

18. Water freezes when it gets hot. 

19. Water freezes when it gets cold. 

20. Ice melts when it gets cold. 

Four posters might be made, to illustrate the four stanzas, 
and to be shown when the poem Is recited ; or a booklet 
of the four stanzas, with a full page illustration for each, 
might be made. 



56 EVERYDAY CLASSICS FIRST READER 

CHRISTMAS BELLS 

PAGE 139 

Reading Study and Oral Reading. Use this poem at 
Christmas time. Introduce it by talking of Christmas as a 
happy time. Get the children to tell of different people who 
are happy at Christmas, and of how they show it. Read the 
poem to them as a whole. " Does it sound happy ? What 
happy sounding things does it tell of ? What happy sound 
does the first stanza tell of .? " Have this stanza read, mak- 
ing sure that the child who reads it is thinking of what he 
reads as an expression of happiness. " Not only are there 
happy sounds on earth. Where else ? " Have the second 
stanza read to show this. So with the last stanza. 

PHRASE DRILLS 

The continuance of phrase drills is advised, for the pur- 
pose of increasing the size of the eyeful, and to lead to read- 
ing with few pauses. The examples given below are not 
grammatical phrases but familiar groups of words. They 
are listed together here to save space. They are given in 
the order in which they occur in the reading, and are taken 
directly from the reading. 

in the meadow ran away 

fast asleep with the spoon 

if I do ran up 

if I don't ran down 

by the fire across the river 

to look at went first 

where have you been I am 

to see is coming 



TEACHERS' MANUAL 



57 



ran out 

will come soon 

came next 

old man 

old woman 

until it was time 

went into the garden 

would not come 

out of the ground 

out came 

stood in line 

have you any 

yes sir 

down will come 

and he went 

live together 

would not go 

will not get 

shall not get 

I will not 

put out fire 

No, I will not 

gave her son 

took it 

to the cat 

that night 

give me some 

was going 

to Jerusalem 

is stronger 

than I am 

drives me away 

through the mountain 

how strong you are 

was making 

went out 

to call 



to his dinner 

do not know 

by and by 

down on the floor 

ran back 

to shut the door 

through the door 

out in the yard 

as fast as he could go 

ran after him 

kept running 

into the road 

called to his mother 

saw what had happened 

she ran too 

could not run 

fast enough 

walked back home 

liked to run 

felt happy 

on and on 

good enough to eat 

come here 

as fast as they could 

ran behind him 

could not catch him 

by the road 

wait a minute 

so that we can 

down the road 

ran until their legs were tired 

did not move 

in a hurry 

where are you going 

so fast 

to hear 

1 never saw 



58 



EVERYDAY CLASSICS FIRST READER 



no one 

had ever been 

nearer and nearer 

that was the end 

of the Gingerbread Boy 

there came 

has but one eye 

more tiian all the others 

what should I do 

began to believe 

one day 

frightened almost to death 

off she ran 

began to run 

all the family 

running about 

told one another 

to everyone who passed 

I don't believe it 

do you know 

shut the door 

at home 

all the way 

the other side 

you know 

in a house 

an ear of corn 

the corner of the room 

in a tree 

near the house 

for her supper 

around the house 

broke the window 

against the house 

send them in 

to town 

to get me 



in the well 

put her in 

pulled her out 

killed the mice 

in a corner 

put in his thumb 

What a good boy 

with seven lives 

How many were going 

Here we go 

early in the morning 

This is the way 

fair of face 

full of grace 

far to go 

to the fair 

a little salt 

upon its tail 

Many years ago 

down the street 

in jumped 

help you to fight 

knocked on the door 

loud and long 

in plenty 

all about him 

will soon 

on the head 

all right 

any more 

when she was good 

when she was bad 

all the birds 

all the bells 

on the roof of the house 

playing with the goat 

up the hill 



TEACHERS' MANUAL 



59 



behind the house 

down the hill 

over there 

may I have 

in all his life 

let me see 

a little more 

what he had done 

was left alone 

will never come back 

you must learn 

to think 

what you are doing 

I am sorry 

I am glad 

did not know 

what to do 

should like 

to be a nice person 

Have you not seen 

all he had 

what shall I do ? 

I have only 

I wish I had 

very well 

what can be done 

came to the place 



went m 

to get 

into it 

every day 

in the river 

of the river 

thanked him 

for all the presents 

to them 

between himself and his daughter 

up on the roof 

into the room 

just like that 

ever after 

went riding 

sure to go 

against the rule 

laugh and play 

you know 

with all his might 

late in the night 

late in the fall 

through the trees 

brought back 

opened their eyes 

in the morning 



WORD AND PICTURE GAMES 

In each of these games, the pack of cards with which the 
children are playing should contain an equal number of 
word cards and picture cards, unless the contrary Is ex- 
pressly stated. For each word there should be a picture 
which Illustrates It. 



6o EVERYDAY CLASSICS FIRST READER 

Game i. This is built on the plan of the familiar " Old 
Maid." In this have an extra card, which may be any 
comical picture that is desired, to take the place of the old 
maid card. Use enough cards so that each child will have 
six or eight. Deal all the cards. Play just as " Old Maid" 
is played. The first player draws from the hand of the 
child to the right of him. He matches all corresponding 
words and pictures already in his own hand, or made by the 
addition to his own hand of the card he draws from his 
neighbor. Each child is allowed only one draw at each 
turn. Cards that are matched are laid on the board, face 
up, so that the other players can see that they are correctly 
matched, and are left on the board. The purpose of the 
game is to get rid of all one's cards by matching and laying 
down, so as not to be caught with the comic unmatched 
card at the close of the game. 

Game 2. Use a pack of about fifty cards. Deal five to 
each hand and five, face up, to the board. Leave the re- 
mainder face down on the board, to be used as a bank. At 
the beginning of the game, each player matches all corre- 
sponding cards in his own hand, and after showing them to 
the other players, lays them face down beside him, for his 
final score. The purpose of this game is to get as many cards 
as possible. The first player tries to match a card in his 
own hand with one on the board, or to match two that are 
lying face up on the board. If he can make a match, he is 
entitled to another play, and may continue to play till he 
can make no more matches, when he must lay a card from his 
hand face up on the board. He then takes enough cards 
from the top of the face-down pack to supply his hand with 
five cards again, and waits for his next turn to play. The 



TEACHERS' MANUAL 6l 

second player follows the same procedure. The player wins 
who has the most cards at the end of the game. 

Game 3. Deal six cards face up on the table, and lay the 
remainder of the pack face down. The first player is en- 
titled to make any match he can of the cards lying face up 
before he begins his play. Then he takes the top card off 
the pack. If it matches with a card lying face up, he takes 
both. If it does not, he lays it on the board, face up, for the 
next player. The next player turns up the top card now on the 
pack, and matches if he can. If not, he lays the card face up 
on the table. The game progresses in this way till all the 
cards are used. All cards that are matched by a player are 
laid beside him for his final score. The one having most 
matched cards at the end of the game wins. 

Game 4. This is played Uke "Authors," except that two 

cards make a book, instead of four. The cards should be 

all dealt at once, using enough cards so that each child will 

have not more than ten. For Uttle children, six is better. 

Each child matches and lays down beside him any matching 

cards in his own hand. The first player then asks for a card. 

He names the card he wants, and calls the player from whom 

he wants it. Thus, if he has a picture of a dog, he says, 

" I want the word dog, John." If the child called on has 

the card, he must give it up, and the caUing player has the 

right to call for another card, and so on until he fails to get a 

card he asks for, when the turn passes to his next neighbor. 

Matched cards are laid down by the player's side in 

books of two to be counted for score at the game's end, 

as in Games 2 and 3 above. 



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